Mentoring of assistant principals for the principalship: A study of two Georgia school districts

Abstract

The purpose of this research was to reveal how assistant principals perceive their mentoring relationship, and whether these novice principals are provided sufficient administrative experiences to enter into the principalship. This study analyzed how secondary assistant principals in two Georgia school districts perceive the affects of age, gender, and years of experience in their mentoring relationships. This investigation intended to reveal whether assistant principals are provided sufficient mentoring experiences to prepare for the principalship. Additionally, data was collected regarding how age, gender, and years of experience affect the mentoring relationship between principals and assistant principals. The results of this study may be beneficial to school districts when they consider the role of the principal as a mentor with their assistant principals in constructing formal mentoring programs. Additionally, current principals and aspiring principals should consider the findings of this study when they are engaged in mentoring relationships. There are several factors school districts and principals should consider when establishing beneficial mentoring experiences. These factors include delegating responsibilities that promote growth, utilizing various mentoring techniques, the age of the assistant principal and the years of experience of the assistant principal. The results of this study revealed statistically significant differences among the perceptions of assistant principals regarding their mentoring relationship based on the age of the assistant principal. Also, statistically significant differences were reported among the perceptions of the assistant principals concerning their mentoring relationship based on the assistant principals' years of experience. The results revealed that as an assistant principals' career progresses their perceptions concerning their mentoring experience also changes. These results may indicate that as the assistant principal gets older their satisfaction with their mentor tends to decrease. Additionally, it can be assumed that as an assistant principal gains experience their need for a mentor is reduced.